OBJECTIVE: To train and assess undergraduate medical students' written communication skills by exercises in translating medical reports into plain language for real patients. METHODS: 27 medical students participated in a newly developed communication course. They attended a 3-h seminar including a briefing on patient-centered communication and an introduction to working with the internet platform http://washabich.de. In the following ten weeks, participants "translated" one medical report every fortnight on this platform receiving feedback by a near-peer supervisor. A pre- and post-course assignment consisted of a self-assessment questionnaire on communication skills, analysis of a medical text with respect to medical jargon, and the translation of a medical report into plain language. RESULTS: In the self-assessment, students rated themselves in most aspects of patient-centered communication significantly higher after attending the course. After the course they marked significantly more medical jargon terms correctly than before (p<0.001). In a written plain language translation of a medical report they scored significantly higher with respect to communicative aspects (p<0.05) and medical correctness (p<0.001). CONCLUSION: Translating medical reports into plain language under near-peer supervision is associated with improved communication skills and medical knowledge in undergraduate medical students. PRACTICE IMPLICATIONS: To include translation exercises in the undergraduate medical curriculum.
OBJECTIVE: To train and assess undergraduate medical students' written communication skills by exercises in translating medical reports into plain language for real patients. METHODS: 27 medical students participated in a newly developed communication course. They attended a 3-h seminar including a briefing on patient-centered communication and an introduction to working with the internet platform http://washabich.de. In the following ten weeks, participants "translated" one medical report every fortnight on this platform receiving feedback by a near-peer supervisor. A pre- and post-course assignment consisted of a self-assessment questionnaire on communication skills, analysis of a medical text with respect to medical jargon, and the translation of a medical report into plain language. RESULTS: In the self-assessment, students rated themselves in most aspects of patient-centered communication significantly higher after attending the course. After the course they marked significantly more medical jargon terms correctly than before (p<0.001). In a written plain language translation of a medical report they scored significantly higher with respect to communicative aspects (p<0.05) and medical correctness (p<0.001). CONCLUSION: Translating medical reports into plain language under near-peer supervision is associated with improved communication skills and medical knowledge in undergraduate medical students. PRACTICE IMPLICATIONS: To include translation exercises in the undergraduate medical curriculum.
Authors: Yasin I Tayem; Abdulaziz S Altabtabaei; Mohamed W Mohamed; Mansour M Arrfedi; Hasan S Aljawder; Fahad A Aldebous; Henry James; Khalid A J Al Khaja; Reginald P Sequeira Journal: Indian J Pharmacol Date: 2016 Jan-Feb Impact factor: 1.200